黃維波. / 據手稿本影印. / Thesis (M.A.)--香港中文大學敎育學院. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 162-167). / Huang Weibo. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / 圖表目錄 / Chapter 第一章 --- 導論　教育、人力資源與經濟發展 --- p.1 / Chapter 第二章 --- 本港女性勞動力與勞動參與率 --- p.20 / Chapter 第三章 --- 本港各行業女性勞動參與的變化概觀 --- p.30 / Chapter 第四章 --- 本港各職業女性勞動參與的變化概觀 --- p.43 / Chapter 第五章 --- 本港女性教育水平與勞動參與的變化概觀 --- p.64 / Chapter 第六章 --- 一些相關現象：家庭結構、婚姻、生育狀況的變化與勞動參與概觀 --- p.111 / Chapter 第七章 --- 有關文献的討論 --- p.139 / Chapter 第八章 --- 結論 --- p.155 / Chapter 附錄 --- 參考書目 --- p.162

by Wong Wai-kin. / Added t.p. in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / abstract --- p.i / acknowledgements --- p.iv / table op contents --- p.v / list op tables --- p.viii / list of illustrations --- p.xi / chapter / Chapter I. --- statement of the problem --- p.1 / Concern with Income Size Distribution --- p.1 / Income Size Distribution and Schooling --- p.4 / The Case of Hong Kong --- p.6 / The Problem of the Study --- p.8 / Chapter II. --- review op literature --- p.10 / Schooling As a Determinant of Income size Distribution: The Theories --- p.10 / Schooling As a Determinant of income size Distribution: The Evidence --- p.20 / Empirical Approaches in Several Previous Studies --- p.24 / Chapter III. --- the study --- p.44 / The Theoretical Framework --- p.44 / Schooling and Human Capital --- p.44 / Human Capital and Income size Distribution --- p.45 / Education Expansion and Cohort Differences in Schooling --- p.48 / The Hong Kong Context --- p.50 / The Research Hypotheses --- p.58 / Empirical Specification of the Model --- p.59 / The Earnings Inequality Function --- p.59 / The Variance Form of the Schooling Model --- p.66 / Data Source and Sample --- p.69 / Measurement of Variables --- p.70 / Chapter IV. --- schooling and the distribution op earnings in hong kong --- p.72 / The Aggregate Set --- p.72 / The Aggregate set Excluding Illiterates --- p.88 / The Overtaking Set --- p.93 / Observations on Age Groups --- p.102 / Chapter V. --- summary and conclusions --- p.107 / Summary and Conclusions --- p.107 / Significance and Comparison --- p.111 / Policy Implications --- p.112 / Limitations --- p.117 / references --- p.121 / appendices / Chapter A.I. --- DETERMINANTS OF INCOME SIZE DISTRIBUTION --- p.131 / Chapter A.II. --- ESTIMATION OF THE YEARS OF SCHOOLING --- p.132 / Chapter A.III. --- "MEANS, STANDARD DEVIATIONS, CORRELATIONS AND ADDITIONAL REGRESSION ESTIMATES" --- p.133

曾家洛. / "2006年9月" / 論文(哲學碩士)--香港中文大學, 2006. / 參考文獻(leaves 121-127). / "2006 nian 9 yue" / Abstracts in Chinese and English. / Zeng Jialuo. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 121-127). / 前言 --- p.1 / Chapter 第一章： --- 學術硏究回顧與理論分析- 有待開發的香港天主教教會辦學硏究 --- p.10 / Chapter 第二章： --- 慈幼會團體的學校文化：從蘊釀到形成 --- p.32 / Chapter 第三章： --- 一九四九年前香港慈幼會學校的發展：典型工作時期 --- p.54 / Chapter 第四章： --- 一九四九年後慈幼會辦學情況： 香港社會變遷與慈幼會學校的轉型 --- p.68 / Chapter 第五章： --- 慈幼會學校裡的宗教教育´ؤ天主教信仰的更新 --- p.91 / Chapter 第六章： --- 結語 --- p.110 / 參考書目 --- p.121 / 附錄一：香港慈幼會學校資料 --- p.128 / 附錄二 ：香港仔兒童工藝院1934-1947年槪況資料 --- p.131 / 附錄三：香港教友總人數年表(1954-1969) --- p.133 / 附錄四：1954-1969慈幼會學校學生槪況 --- p.134

by Chan Kwok-Tai. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 51-52.

by Cheung Po-Yu, Tang Poon-Tung, Denny. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 102-103). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.vi / LIST OF ILLUSTRATIONS --- p.ix / LIST OF TABLES --- p.xi / ACKNOWLEDGMENTS --- p.xiii / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / What is M.B.A. ？ --- p.1 / Criticisms of Worldwide MBA Programs --- p.2 / Changes of MBA Program --- p.3 / MBA Programs in Hong Kong --- p.3 / Programs Offered by The Chinese University of Hong Kong --- p.4 / Programs Offered by Hong Kong University of Science and Technology --- p.6 / Corporate Communication Practices in CUHK MBA Program --- p.7 / Purpose of Study --- p.9 / Chapter II. --- LITERATURE REVIEW --- p.10 / Corporate Image --- p.10 / Key to Public Trust --- p.11 / Retain Quality Students --- p.11 / Let the Image Do the Recruiting --- p.12 / Corporate Communication --- p.13 / Introduction - What is It ？ --- p.13 / Means of Corporate Communication --- p.13 / Corporate Advertising --- p.13 / Product Advertising --- p.14 / Public Relations --- p.15 / Existing communication channels of the MBA Programs in CUHK --- p.16 / Public --- p.16 / Chapter III. --- RESEARCH METHOD --- p.19 / Objectives --- p.19 / Research Design --- p.20 / Literature Review --- p.20 / Research Method --- p.21 / Questionnaire Design --- p.21 / Sampling --- p.21 / Test of Questionnaires --- p.24 / Limitations --- p.24 / Chapter IV. --- RESEARCH FINDINGS AMD ANALYSIS --- p.26 / Overall Sample Characteristics --- p.26 / Questionnaire 1 --- p.26 / Nature of Business --- p.26 / Departments Respondents Belong To --- p.28 / Overall Findings --- p.29 / Questionnaire 2 --- p.41 / Nature of Respondents --- p.41 / Overall Findings --- p.41 / Chapter V. --- RECOMMENDATIONS --- p.53 / Product Strategies --- p.54 / Global Perspective with Focus on Asia - Pacific --- p.55 / Inclusion Mandarin as a Non-credit Core Course --- p.56 / Set up Another Concentration in China Studies --- p.58 / Enrich International Exchange Program by Increasing the Number of Overseas Universities --- p.59 / Include Study Tours to Different Countries --- p.61 / Enrich and Revise Current Curriculum --- p.62 / Introduction of Enrichment Programs --- p.63 / Design of Career Strategies of MBA Graduates --- p.65 / Set up Independent MBA Placement Office --- p.66 / Reorganize Networking with Existing Alumni --- p.72 / Communication Strategies --- p.74 / Public Relations --- p.74 / Set up Center for Corporate Partnership --- p.75 / Exhibitions --- p.76 / Publications and Promotional Items --- p.77 / Government Lobbying --- p.78 / Redefine the Organization and Build Up Distinctive Symbol for the Graduate School --- p.79 / Chapter VI. --- CONCLUSIONS --- p.81 / TABLES --- p.83 / APPENDIXES --- p.91 / REFERENCES --- p.102

Lam Tsz Fung. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2001-2002, design report." / Includes bibliographical references (leaves 125-126). / Mission statement --- p.1 / Background / Country Parks --- p.2 / Marine Parks --- p.5 / Current design approach for Country Parks --- p.7 / Current views for Country Parks --- p.8 / Limitation of current design approach --- p.10 / "Case study - Shing Mun Country Park, HK" --- p.11 / "Case study 一 Hoi Ha Wan Marine Park, HK" --- p.14 / "Case study 一 Gulf of the Farallones National Marine Sanctuary, US" --- p.16 / Future recreation pattern / Proactive recreation --- p.19 / "Interpretative planning case study - Craters of the Moon National Monument, Idaho, US" --- p.22 / Development studies / Environmental Impact Assessment Ordinance - Technical Memorandum --- p.25 / Ecotourism --- p.27 / "Case study (Building) - Monterrey Bay Aquarium, California" --- p.28 / Case study (Building) - Jockey Club HSBC WWF HK Marine Life Centre - Hoi Ha Wan --- p.31 / Tung Ping Chau Marine Park / Context --- p.33 / Marine Park / Location map --- p.34 / General map --- p.35 / Topography --- p.36 / Sections --- p.37 / Accessibility --- p.38 / Environment --- p.39 / Behavior pattern --- p.43 / User feedback --- p.A7 / Reason for choosing Tung Ping Chau Marine Park as the study area --- p.48 / Proposed sites --- p.49 / Design strategies --- p.50 / The design of the visit --- p.51 / Preliminary development schedule --- p.53 / Site analysis / Location map --- p.55 / "Path, infrastructure" --- p.56 / "Activities, open spaces" --- p.57 / "Trees, visual attractions" --- p.58 / Use of outdoor living spaces --- p.59 / Existing condition --- p.61 / Preliminary design / Floating decks design --- p.67 / Modification for the existing structure --- p.69 / Proposed plans --- p.72 / Design discussion --- p.77 / Design development / Zoning --- p.78 / Open space design --- p.78 / Separated structure to support new floor deck and new roof --- p.79 / New partition and openings --- p.80 / Updated development schedule --- p.81 / Special study - offsite prefabrication / Theories --- p.83 / Case studies - non-volumetric --- p.86 / Case studies - volumetric --- p.87 / Case studies - modular buildings --- p.88 / Construction process --- p.90 / Material - aluminium --- p.92 / Structural calculation --- p.93 / Final design / Concepts --- p.104 / Existing condition --- p.106 / Proposed scheme --- p.107 / Spatial organization --- p.108 / Functions --- p.109 / Plans --- p.110 / Site section --- p.113 / Construction sequence --- p.116 / Structural concept --- p.117 / Detail --- p.118 / Panels --- p.119 / Site model --- p.122 / Partial building model --- p.123 / Acknowledgements --- p.124 / Bibliography --- p.125

Chan, Ying Shan. / Thesis submitted in: October 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 112-117). / Abstracts in English and Chinese; appendix also in Chinese. / ACKNOWLEDGEMENT --- p.i / ABSTRACT IN ENGLISH --- p.ii / ABSTRACT IN CHINESE --- p.iv / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vi / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Statement of Problem --- p.3 / Chapter 1.3 --- Purpose and Method of Study --- p.4 / Chapter 1.4 --- Significance of the Study --- p.6 / Chapter 1.5 --- Organization of the Dissertation --- p.7 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Introduction --- p.8 / Chapter 2.2 --- Previous Research on Planning and Oral Performance --- p.9 / Chapter 2.2.1 --- Conceptual Framework of Planning Studies --- p.9 / Chapter 2.2.2 --- Aspects of Linguistic Performance --- p.10 / Chapter 2.3 --- The Role of Planning in Writing --- p.13 / Chapter 2.3.1 --- Writing Models --- p.14 / Chapter 2.3.2 --- The Role of L2 in Writing Models --- p.16 / Chapter 2.3.3 --- The Role of L1 in L2 Writing --- p.18 / Chapter 2.4 --- Different Types of Planning --- p.22 / Chapter 2.5 --- The Importance of Planning --- p.23 / Chapter 2.6 --- The Relationship between Planning and Written Performance --- p.24 / Chapter 2.6.1 --- Planning Types --- p.26 / Chapter 2.6.2 --- Research on Pre-task Planning --- p.26 / Chapter 2.6.3 --- Research on Online Planning --- p.27 / Chapter 2.6.4 --- Other Research --- p.28 / Chapter 2.7 --- Chapter Summary --- p.29 / Chapter CHAPTER THREE --- METHODOLOGY --- p.30 / Chapter 3.1 --- Introduction --- p.30 / Chapter 3.2 --- Safeguards for the Research Design --- p.31 / Chapter 3.2.1 --- Classroom Situation --- p.32 / Chapter 3.2.2 --- Purposeful Sampling --- p.33 / Chapter 3.2.3 --- Voluntary Participation and Guarantee of Anonymity --- p.33 / Chapter 3.3 --- The Participants --- p.33 / Chapter 3.4 --- Sources of Data --- p.38 / Chapter 3.4.1 --- Pre-task Questionnaires --- p.39 / Chapter 3.4.2 --- Written Products --- p.39 / Chapter 3.4.3 --- Reflective Questionnaires --- p.40 / Chapter 3.4.4 --- Semi-structured Interviews --- p.40 / Chapter 3.5 --- Procedures of Data Collection --- p.41 / Chapter 3.5.1 --- Selecting the Subjects --- p.41 / Chapter 3.5.2 --- Gathering the Basic Information of the Participants --- p.42 / Chapter 3.5.3 --- Conducting Pilot Studies --- p.43 / Chapter 3.5.4 --- Writing Sessions --- p.44 / Chapter 3.5.5 --- Semi-structured Interviews --- p.47 / Chapter 3.5.6 --- Collecting Questionnaires and Written Products --- p.48 / Chapter 3.6 --- Analysis of the Data --- p.48 / Chapter 3.6.1 --- Eliciting the Questionnaires and Interviews --- p.48 / Chapter 3.6.2 --- Analyzing the Written Products --- p.49 / Chapter 3.6.3 --- Processing the Data --- p.52 / Chapter 3.7 --- Chapter Summary --- p.52 / Notes --- p.53 / Chapter CHAPTER FOUR --- RESULTS --- p.55 / Chapter 4.1 --- Introduction --- p.55 / Chapter 4.2 --- Effects of the Medium of Planning on Written Performance --- p.55 / Chapter 4.2.1 --- The Effects of Task Sequences on Written Performance --- p.55 / Chapter 4.2.2 --- The Effects of the Medium of Planning without the Consideration of Proficiency --- p.57 / Chapter 4.2.3 --- The Effects of the Medium of Planning with the Consideration of Proficiency --- p.59 / Chapter 4.2.4 --- The Effects of the Medium of Planning and Proficiency Level on Written Performance --- p.65 / Chapter 4.3 --- The Comparison between Two Proficiency Groups on Each Task --- p.67 / Chapter 4.4 --- Questionnaires and Interviews --- p.73 / Chapter 4.5 --- Chapter Summary --- p.75 / Chapter CHAPTER FIVE --- FINDINGS AND DISCUSSION --- p.77 / Chapter 5.1 --- Introduction --- p.77 / Chapter 5.2 --- The Relationship between the Medium of Planning and Written Performance --- p.77 / Chapter 5.2.1 --- The Effects of the Medium of Planning on Fluency --- p.78 / Chapter 5.2.2 --- The Effects of the Medium of Planning on Accuracy --- p.88 / Chapter 5.2.3 --- The Effects of the Medium of Planning on Complexity --- p.92 / Chapter 5.3 --- Comparison of the Two Proficiency Groups on Each Task --- p.94 / Chapter 5.3.1 --- Two Groups Performing in English Task --- p.94 / Chapter 5.3.2 --- Two Groups Performing in Chinese Task --- p.96 / Chapter 5.4 --- Chapter Summary --- p.100 / Chapter CHAPTER SIX --- "CONCLUSION, IMPLICATIOINS AND RECOMMENDATIONS" --- p.102 / Chapter 6.1 --- Introduction --- p.102 / Chapter 6.2 --- Conclusion of the Study --- p.102 / Chapter 6.3 --- Implications for Teachers --- p.105 / Chapter 6.3.1 --- Ways to Improve Fluency --- p.106 / Chapter 6.3.2 --- Ways to Improve Accuracy --- p.108 / Chapter 6.4 --- Limitations and Recommendations --- p.109 / Chapter 6.5 --- Chapter Summary --- p.110 / REFERENCES --- p.112 / APPENDICES --- p.118

西方動機研究指出對學習較為理想的動機以自主及內在取向為主。但近年的跨文化動機研究指出，雖然東方社會的學習環境未必對培養內在動機有利，但國際研究 (如：PISA) 指出東方學生的成績較西方學生為佳。 / 本研究邀請249名高中學生於考試前兩周填寫學習動機量度問卷。多層線性回歸分析指出正面的自尊感可預測基於平時分預測以外的中文、英文及數學科考試成績。而中文科及英文科考試成績亦同時受到不同類型的動機概念所影響。 / 本研究亦發現性別與不同程度的自我調控動機的交互影響可影響語文科的考試表現 (中文及英文科)。這些交互影響與考試成績的關係可歸因於女生在學習語文科目時的女性取向及她們在語文科的成績優勢。男生的交互影響則受競爭取向及希望獲取優異考試成績而引致的焦慮所影響，使男生分別在中、英文科成績受到正面(中文)及負面(英文)的影響。 / In Western motivational studies, high achieving and successful students are characterized as autonomous, self-directed, and intrinsically motivated. To optimize learning and academic achievement, Western motivational theories emphasize learning with goals that are aimed at mastering content and developing one's competence. In recent years, many academic achievement studies with international comparisons suggest that East Asian students are often among the top achievers (Hau & Ho, 2010; Li, 2002). In contrast to Western learning environments, the education environment in these East Asian countries, like Hong Kong, Shanghai, Korea is characterized as demanding and exam-oriented. Students' learning is believed to be predominately driven by extrinsic motivation. Such a learning environment is likely to create a less desirable condition for the development of optimal academic motivation in students. Thus, it is surprising to note the latest OECD PISA report (OECD, 2010) showed these Asian countries being ranked highly in academic achievement, occupying the third to fourth rankings among all participating countries. The outstanding achievement of East Asian students has been of great research interest in recent years. Researchers have focused on the cultural factors and socialization processes for explaining the outstanding academic achievement of East Asian students, and have studied how cultural factors and socialization processes contribute to different motivational mechanisms in initiating and sustaining students' academic engagement. / In the present study, a questionnaire which consisted items of self-regulating motivations, goals orientations, contingent self-worth, self-esteem, task value and goal investment were administered to examine how different motivational processes contributed to Hong Kong Chinese high school students' (N=249) academic achievement. Students filled in the questionnaire two weeks before their final examination. Their pre-examination term marks and gender were entered as controlled variables for predicting students’ final examination achievement along with the motivation variables. Hierarchical regression analyses showed that different motivational processes exerted different influences on students' performance in compulsory academic subjects. / Consistent across the three core academic subjects (Chinese, English and Mathematics), the higher one's self-esteem two weeks before their final examination, the greater was his or her achievement on top of what would have been predicted by their term scores. The boosting effect of motivational constructs were also found in the humanities subjects, particularly for English, students with higher performance goal, contingent self-worth, external regulation and lower identified regulation achieved better examination results in respective academic subjects. For Chinese language, higher external regulation predicted better examination achievement. Plausible explanations including cultural influences and relative importance of these subjects in Hong Kong context were discussed. / Findings in the present study also documented interaction effects between gender and self-regulated motivation for humanities examination achievement. Results of hierarchical regression analyses showed that two types of self-regulating motivation interacted with gender on the achievement of different language arts subjects. Findings showed that girls with low introjected regulation achieved much better Chinese examination results than boys did. The interaction effect for the two sexes was relatively smaller for students with higher introjected regulation. / For English language, girls with high identified regulation had better examination results than boys did. The interaction effect for the two sexes was relatively smaller for students with low identified regulation. / The findings confirmed that self-regulating motivation interacted with gender for different academic subjects. In general, language subjects were deemed as feminine orientations, in which girls tend to possess greater internal value towards learning this academic subject, and girls' achievement suffered as heightened introjected regulation externalized self-regulating motivation. Whereas, boys' performance did not suffer as they were more receptive to heightened external regulation and competition. / In the learning of non-native language, achievement in English examination was negatively affected by identified regulation. In a previous study, it was documented that upper-grade students were less motivated in reading than lower-grade students (Lau, 2009a). As there is tremendous pressure for students to master English in Hong Kong, identified regulation may not be a strong propelling force for students' learning two weeks before their final examination. However, the negative effects differed across both genders. As girls enjoy the beneficial effects of feminine orientations and higher language competence, they maintain their identified value for English language and hence relatively similar English achievement levels were observed in girls regardless of the level of identified regulation. Whereas, for boys, the negative impact of identified regulation was more obvious. As boys were found to be more anxious in learning English than their female counterparts in CMI schools (Salili & Lai, 2003), high identified regulation reflected their stronger desire to get good grades or stronger personal importance attached with the subject which in turn heightened their anxiety and adversely affected the boys' achievement. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Wong, Chin-pang. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 108-119). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Chapter Chapter1 --- Introduction --- p.1 / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.2 --- Significance of the Study --- p.6 / Chapter Chapter2 --- Review of Literature --- p.9 / Chapter 2.1 --- Approaches of Studying Human Motivation --- p.9 / Chapter 2.1.1 --- Behavioral Approaches --- p.9 / Chapter 2.1.2 --- Cognitive Approaches --- p.11 / Chapter 2.1.3 --- Summary --- p.13 / Chapter 2.2 --- Major Motivational Theories and Constructs --- p.14 / Chapter 2.2.1 --- Atkinson and Achievement Motivation --- p.14 / Chapter 2.2.2 --- Weiner and Attribution Theory --- p.16 / Chapter 2.2.3 --- Performance Goals and Mastery Goals --- p.19 / Chapter 2.2.4 --- Self-Determination Theory --- p.22 / Chapter 2.2.5 --- Gender Differences in Major Motivation Variables --- p.25 / Chapter 2.2.6 --- Summary --- p.28 / Chapter 2.3 --- Effects of Cultural and Contextual Factors on Different Motivational Constructs --- p.29 / Chapter 2.3.1 --- Goal Theory --- p.29 / Chapter 2.3.2 --- Attribution Theory --- p.31 / Chapter 2.3.3 --- Self-Determination Theory --- p.34 / Chapter 2.3.4 --- Summary --- p.38 / Chapter 2.4 --- Achievement Motivation in Chinese Societies --- p.41 / Chapter 2.4.1 --- Goal Theory in Chinese Societies --- p.43 / Chapter 2.4.2 --- Attribution Theory in Chinese Societies --- p.45 / Chapter 2.4.3 --- Self Determination Theory in Chinese Societies --- p.49 / Chapter 2.4.4 --- Summary --- p.52 / Chapter Chapter3 --- Method --- p.55 / Chapter 3.1 --- Participants --- p.55 / Chapter 3.2 --- Procedure --- p.55 / Chapter 3.3 --- Measure and Instruments --- p.56 / Chapter 3.4 --- Statistical Analysis --- p.61 / Chapter 3.4.1 --- Motivational Processes and Academic Achievement --- p.63 / Chapter 3.4.2 --- Gender Differences in Academic Motivation --- p.65 / Chapter Chapter4 --- Results --- p.67 / Chapter 4.1 --- Motivational Processes and Academic Achievement --- p.70 / Chapter 4.2 --- Prediction of Final Chinese Examination --- p.74 / Chapter 4.3 --- Prediction of Final English Examination --- p.77 / Chapter Chapter5 --- Discussion --- p.80 / Chapter 5.1 --- Self in Learning among Chinese --- p.80 / Chapter 5.2 --- Task Engagement (Ego Involve and Task-Oriented) of Chinese Students --- p.83 / Chapter 5.3 --- Chinese Self-Regulating Motivation --- p.88 / Chapter 5.4 --- Self-Regulating Motivation and Gender Differences --- p.94 / Chapter 5.5 --- Conclusion and Implication --- p.102 / Chapter 5.6 --- Limitations and Future Studies --- p.105 / References --- p.108

占盛丽. / 论文(哲学博士)--香港中文大学, 2004. / 参考文献 (p. 189-203). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Zhan Shengli. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 189-203).

李林. / "2011年8月". / "2011 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 231-241). / Abstract in Chinese and English. / Li Lin. / Chapter 第壹章 --- 緖論 / Chapter 第一節 --- 硏究範圍與論題旨趣 --- p.1 / Chapter 第二節 --- 相關硏究回顧述評 --- p.3 / Chapter 第三節 --- 重要史料舉隅 --- p.12 / Chapter 第四節 --- 章節結構簡介 --- p.14 / Chapter 第贰章 --- 從經史八股到政藝策論一一清末癸卯、甲辰科會試探究 / Chapter 引言 --- 販書的舉子 --- p.16 / Chapter 第一節 --- 策論與八股 --- p.17 / Chapter 第二節 --- 晚清改試策論及士子的因應 --- p.23 / Chapter 第三節 --- 癸卯、甲辰兩科會試（上）：考題與答卷分析 --- p.30 / Chapter 第四節 --- 癸卯、甲辰兩科會試（下）：考官與評覈標準 --- p.39 / Chapter 第五節 --- 癸卯、甲辰科覆試、殿試及朝考 --- p.44 / Chapter 第六節 --- 癸卯、甲辰兩榜進士：人數、籍貫、年齢及授職的統計分析 --- p.48 / Chapter 結語 --- 新酒舊瓶的困境 --- p.53 / Chapter 第叁章 --- 天子門生的再教育一一晚清進士館的開設及運作考述 / Chapter 引言 --- “老爺´ح式學生 --- p.57 / Chapter 第一節 --- 明清進士職前教育的背景與契機 --- p.58 / Chapter 第二節 --- 進士館的雛形：京師大學堂仕學院、仕學館´إ --- p.64 / Chapter 第三節 --- 進士館（上）：開設、生源及庶務管理 --- p.73 / Chapter 第四節 --- 進士館（中〉：課程、教學及師資分析 --- p.81 / Chapter 第五節 --- 進士館（下）：畢業考試及授職分析 --- p.9 2 / Chapter 第六節 --- 進士館（尾聲〉：停辦及改組 --- p.99 / Chapter 結語 --- 制度建構與現實運作之間 --- p.103 / Chapter 第肆章 --- 進士飘蓬渡海東一一東京法政大學留學進士學員群體鉤沉 / Chapter 引言 --- 負笈東瀛的精英 --- p.106 / Chapter 第一節 --- 西洋不如東洋：清末留日教育的興起 --- p.107 / Chapter 第二節 --- 法政大學清國留學生法政速成科的開辦 --- p.112 / Chapter 第三節 --- 法政速成科學生人數及進士學員群體考述 --- p.417 / Chapter 第四節 --- 法政速成科教學活動及師資陣容考察 --- p.125 / Chapter 第五節 --- 法政速成科考試及學科程度試探 --- p.134 / Chapter 第六節 --- 經費乃遊學之母：晚清進士留日經費問題考察 --- p.140 / Chapter 第七節 --- 課堂教學之外的隱性議題：革命、立憲與“束亞共榮´ح --- p.446 / Chapter 結語 --- “速´ح與“成´ح之間：晚清速成法政留學檢討 --- p.151 / Chapter 第伍章 --- 千年變局中的因應一一進士館學員歸國考選及其清末民初出 處問題试探 / Chapter 引言 --- 科目盛衰 --- p.154 / Chapter 第一節 --- 候補之後再候補:進士館留學學員歸國考試及授職分析 --- p.155 / Chapter 第二節 --- 危局中任職多元化：癸卯、甲辰進士晚清經歷考察 --- p.165 / Chapter 第三節 --- 民國果乃敵國乎一一癸卯甲辰進士辛亥後的出處問題 --- p.174 / Chapter 結語 --- 成為“自由流動資源´ح的傳統精英 --- p.180 / Chapter 第陸章 --- 結論：轉型社會中的傳統文化精英 --- p.182 / 附錄 / Chapter 附錄一 --- 癸卯、甲辰進士清末民初簡歷匯總表〔1903-1927〕 --- p.187 / Chapter 附錄二 --- 晚清進士留學題名錄 --- p.211 / Chapter 附錄三 --- 《進士館章程》 --- p.216 / Chapter 附錄四 --- 《進士館條規》 --- p.220 / Chapter 附錄五 --- 〈奏為特設法政速成科學教授遊學官紳以急先務而求實效折〉 --- p.226 / Chapter 附錄六 --- 《法政大學清國留學生法政速成科規則》（附設置趣意書） --- p.228 / 參考文獻 / 中文之部 --- p.231 / 日文之部 --- p.239 / 英文之部 --- p.241